The early childhood education of disadvantaged children in China

Early childhood education and care for Tibetan children in the People’s Republic of China: Left behind or led from behind?

“…There exist macro-level issues which shape life chances and trajectories for children. Hence, a special curriculum that can be designed to help children grow and respect their home cultures, while integrating them into the new environment they are going to live in is essential (Song et al, 2014). For Su and Xu (2010), "policy-makers, when deciding on universal standards, need to leave room for people from unique cultural contexts to negotiate and converse about the meaning of quality" (p. 24).…”

“…In sum, migrant workers' children face many obstacles when entering public education, and these are even greater for the minority ethnic Tibetans. There exists a new generation who are growing up without the basic right to necessary care, supervision, and early education (Song et al, 2014). For the minority ethnic Tibetans, only about 5.94% of the children have opportunities to attend preschool education in their rural homelands (Wang, 2011).…”

“… 6. A Professional Title system called Zhi Cheng is implemented in education system to indicate teachers’ professional levels, though preschool ( Youeryuan ) and primary school teachers are in the same professional title system; however, the former ones, “especially teachers from private or rural Youeryuan have little chance to receive any ‘ Zhi Cheng ’ because of vague identity of this position” (Song et al, 2014: 364). …”

Internal Migration in Chinese Cities: An Exploration of Youths’ Experiences of Delinquency

“…Poor schooling conditions adversely affect migrant children's academic outcomes. Those with the lowest socioeconomic status (SES) receive the least academic support at school and home, and exhibit the worst academic performance (He et al, 2014, p. 474;Song et al, 2014). Their academic outcomes are further worsened, as migrant children encounter alienation and misunderstanding by their teachers, a set of setbacks which make them more likely to leave school prematurely (Wong et al, 2010, p. 821).…”

Η Συμπερίληψη Των Μαθητών Κινεζικής Καταγωγής Στο Ελληνικό Σχολείο

“…358), μια ανισορροπία στην ανάπτυξη της προσχολικής εκπαίδευσης μεταξύ των περιοχών στην επικράτεια της Κίνας, εξαιτίας της διαφορετικής έμφασης που προσδίδουν οι τοπικές κυβερνήσεις σε αυτή. Αυτή η διατάραξη της ισόρροπης ανάπτυξης της εκπαίδευσης στην προσχολική ηλικία αποτελεί έναν από τους σοβαρότερους λόγους για την ίδρυση των ιδιωτικών νηπιαγωγείων, τα οποία αποτελούν το 75% των ιδρυμάτων που παρέχουν υπηρεσίες προσχολικής εκπαίδευσης στην Κίνα (Song et al, 2014). Τα νηπιαγωγεία αυτά, που δε λαμβάνουν καμία κρατική χρηματοδότηση και δεν υπόκεινται σε προγράμματα αξιολόγησης της ποιότητας τους (Hu & Szente, 2009), εισπράττουν αμοιβή από τα δίδακτρα που χρεώνουν τους γονείς των μαθητών.…”